This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies several key challenges: 1) some teachers lack formal training in using ICT and are uncomfortable teaching with it; 2) many students do not have access to necessary technology at home; and 3) there is insufficient access to computer hardware and facilities at schools for all students. It argues that teachers need more opportunities for ICT professional development courses and schools need improved infrastructure and facilities to effectively integrate ICT into the curriculum.
This document provides an overview of the course "ICT Integration, Standards and Competencies for Teachers" which is 3 credit hours and part of the B.Ed(Hons) Elementary program. The first unit discusses why ICT integration is needed in education. It can stimulate intellectual skills, support different ways of learning, and spark student interest more than traditional methods. However, teacher technological skills and attitudes also impact student benefits. The objectives of ICT integration are to expand access to education, improve quality, support lifelong learning, and facilitate non-formal education. Common misconceptions are that technology alone enhances learning, ICTs are just computers and the internet, and one training lecture is enough for teachers to integrate ICTs
The document discusses challenges in integrating information and communication technology (ICT) into teaching and learning in Malaysian schools, identifying issues such as inadequate teacher training, a lack of access to technology for students at home, and insufficient facilities and time for hands-on learning using ICT resources in schools. It proposes that the government and teachers should improve ICT infrastructure in schools, provide more training for teachers on using educational technologies, and employ multimedia tools to make lessons more engaging for students.
Supportive and hindering factors to a sustainable implementation 1limb0014
The document analyzes factors that support and hinder the sustainable implementation of information and communication technology (ICT) in schools. It finds that factors at the school and classroom process level, such as leadership, cooperation, and pedagogical approaches to technology use, are most crucial. Successful schools develop strategies to cope with changes in digital trends through leadership, intra-school cooperation, and engagement with external partners.
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...Abdul Waheed Jamali
Information Communication Technologies are constructed energetic deviations in civilization. They are manipulating all facets of life expectancy. The encouragements were fondled additional and more to institutes since ICTs deliver together pupils also tutors with more chance’s trendy adjust learning and teaching to discrete prerequisites society is coercing institutes to suitably respond to that technical modernization. According to Tunio (2002), ICTs reduce the absorption of knowledge, facilitate the acquirement, and offer under-developing countries unprecedented chances to instigate educational organisms. Also, ICTs improve strategy devising and implementation and broaden the assortment of chances for commercial and other arenas.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies several key challenges: 1) some teachers lack formal training in using ICT and are uncomfortable teaching with it; 2) many students do not have access to necessary technology at home; and 3) there is insufficient access to computer hardware and facilities at schools for all students. It argues that teachers need more opportunities for ICT professional development courses and schools need improved infrastructure and facilities to effectively integrate ICT into the curriculum.
This document provides an overview of the course "ICT Integration, Standards and Competencies for Teachers" which is 3 credit hours and part of the B.Ed(Hons) Elementary program. The first unit discusses why ICT integration is needed in education. It can stimulate intellectual skills, support different ways of learning, and spark student interest more than traditional methods. However, teacher technological skills and attitudes also impact student benefits. The objectives of ICT integration are to expand access to education, improve quality, support lifelong learning, and facilitate non-formal education. Common misconceptions are that technology alone enhances learning, ICTs are just computers and the internet, and one training lecture is enough for teachers to integrate ICTs
The document discusses challenges in integrating information and communication technology (ICT) into teaching and learning in Malaysian schools, identifying issues such as inadequate teacher training, a lack of access to technology for students at home, and insufficient facilities and time for hands-on learning using ICT resources in schools. It proposes that the government and teachers should improve ICT infrastructure in schools, provide more training for teachers on using educational technologies, and employ multimedia tools to make lessons more engaging for students.
Supportive and hindering factors to a sustainable implementation 1limb0014
The document analyzes factors that support and hinder the sustainable implementation of information and communication technology (ICT) in schools. It finds that factors at the school and classroom process level, such as leadership, cooperation, and pedagogical approaches to technology use, are most crucial. Successful schools develop strategies to cope with changes in digital trends through leadership, intra-school cooperation, and engagement with external partners.
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...Abdul Waheed Jamali
Information Communication Technologies are constructed energetic deviations in civilization. They are manipulating all facets of life expectancy. The encouragements were fondled additional and more to institutes since ICTs deliver together pupils also tutors with more chance’s trendy adjust learning and teaching to discrete prerequisites society is coercing institutes to suitably respond to that technical modernization. According to Tunio (2002), ICTs reduce the absorption of knowledge, facilitate the acquirement, and offer under-developing countries unprecedented chances to instigate educational organisms. Also, ICTs improve strategy devising and implementation and broaden the assortment of chances for commercial and other arenas.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
E-Content- MSC-05-Challenges of ICT Integration-Copy.pdfVikramjit Singh
The document discusses the challenges of integrating information and communication technologies (ICT) into school education. It identifies several key challenges, including lack of trained teachers, insufficient funds, issues with equipment maintenance and reliability, and lack of technical support. Successful ICT integration requires overcoming barriers like these as well as lack of teacher ICT skills, unfavorable attitudes, and shortages of time and infrastructure. The document advocates developing strategies and models to guide the flexible implementation of ICT in a way that maximizes its benefits for improving and transforming the learning process.
KNOWLEDGE AND PERCEPTIONS OF STUDENTS REGARDING THEIR TEACHERS’ ICT INTEGRATI...IJITE
Because of the importance of ICT in people’s everyday lives, teachers worldwide are encouraged to find
innovative and creative ways to incorporate these tools into classroom learning. As such, the goal of this
study is dual : to investigate students’ knowledge of ICT and its integration in secondary schools settings
on the one hand and to explore their perceptions of their teachers’ ICT integration in the classroom and its
advantages on the other. Quantitative research approach implying a self-designed questionnaire was used
for data collection. A total of 132 student-teachers from first year at the Teacher Training School of
Natitingou were used as participants. The results showed that these participants : (1) have a good
knowledge of the concept of ICT, its tools and its significances; (2) perceive what teachers do when
integrating ICT in the classroom ; and (3) acknowledge the multiple advantages of ICT integration in the
classroom.
There are several key challenges to integrating information and communication technology (ICT) into education in developing countries, especially for rural schools. These include a lack of trained teachers with ICT skills, outdated attitudes and beliefs among teachers that are resistant to change, insufficient time for teachers to learn and incorporate ICT into their lessons, inadequate and obsolete equipment due to lack of funds for maintenance and upgrades, insufficient internet access and resources, and socio-cultural and infrastructure barriers in rural areas. These challenges prevent schools from maximizing the educational benefits of ICT.
ICT in education provides many advantages but also some disadvantages. It allows students access to educational resources anywhere and anytime through e-learning. However, it lacks face-to-face interaction with teachers and makes assessing student knowledge and feedback more difficult. While ICT expands access to information, it also risks exposing students to unverified online content. Some courses like practical ones may not be suitable for an online only format that lacks hands on learning.
1. The document discusses the challenges of implementing information and communication technology (ICT) in Malaysian smart schools. It identifies several key challenges, including a lack of technological infrastructure and teaching materials, underutilization of smart school hardware/software/courseware, lack of teacher training, and lack of democratization in education.
2. A major challenge is the lack of infrastructure like internet access and computer labs in rural areas, limiting students' ability to participate fully in smart school programs. Training for teachers on ICT skills is also lacking.
3. Smart school courseware and management systems have also been underutilized, as schools prefer newer materials in line with the national curriculum taught in English. This highlights challenges in
Issues and challenges in Teaching and Learning ICTdilahz91
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there are still barriers to effective integration. The key issues are the effectiveness of ICT, lack of personal interaction, and over-reliance on virtual experiments. Major challenges include lack of infrastructure in remote schools, distracting presentations, lack of motivation among senior teachers, and delays in maintenance/upgrades.
This document discusses the use of Information and Communication Technologies (ICT) in teaching and learning. It defines ICT as technologies that consist of electronic devices and materials that enable users to employ them for a wide range of educational purposes. The document outlines several benefits of using ICT in education, including motivating students, increasing achievement, and providing access to more resources. However, it also notes some limitations, such as students becoming overly reliant on computers and neglecting other learning materials. Overall, the document argues that if ICT is successfully integrated into education, it can enable wider learning opportunities, but challenges remain in effective implementation.
The document discusses educational technology 2 and its focus on integrating technology into the teaching and learning process. It aims to introduce, reinforce, supplement and extend learners' knowledge and skills so they can become proficient users of educational technology. Some key goals of educational technology 2 include providing education on using technology in instruction, acquainting students with IT-related learning theories, and engaging learners on practical technology integration issues.
Comparative review on information and communication technology issues in educ...riyaniaes
The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
Assignment 1 - Report on Challenges of Smart School Fatimah Zulkifli
This document provides an overview of the challenges of implementing a smart school in Malaysia. It identifies challenges for schools in providing updated infrastructure and reliable internet access. Teachers face difficulties adapting to technology-based teaching and lack skills to properly utilize ICT tools. They also have to take on technical support roles. Students from rural areas or with learning difficulties have trouble adjusting to new learning methods. Parents lack involvement in planning and many cannot afford technology at home, risking exclusion of their children. Overall, successful smart schools require overcoming infrastructure limitations, extensive teacher training, student support, and parent participation.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools, especially in remote areas, being able to apply ICT effectively due to lack of infrastructure or teacher skills/motivation. The replacement of damaged equipment is also a long process.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools having effective ICT access, presentations distracting students, content becoming boring if not varied, and lack of technical support and teacher ICT skills and motivation.
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
E-Content- MSC-05-Challenges of ICT Integration-Copy.pdfVikramjit Singh
The document discusses the challenges of integrating information and communication technologies (ICT) into school education. It identifies several key challenges, including lack of trained teachers, insufficient funds, issues with equipment maintenance and reliability, and lack of technical support. Successful ICT integration requires overcoming barriers like these as well as lack of teacher ICT skills, unfavorable attitudes, and shortages of time and infrastructure. The document advocates developing strategies and models to guide the flexible implementation of ICT in a way that maximizes its benefits for improving and transforming the learning process.
KNOWLEDGE AND PERCEPTIONS OF STUDENTS REGARDING THEIR TEACHERS’ ICT INTEGRATI...IJITE
Because of the importance of ICT in people’s everyday lives, teachers worldwide are encouraged to find
innovative and creative ways to incorporate these tools into classroom learning. As such, the goal of this
study is dual : to investigate students’ knowledge of ICT and its integration in secondary schools settings
on the one hand and to explore their perceptions of their teachers’ ICT integration in the classroom and its
advantages on the other. Quantitative research approach implying a self-designed questionnaire was used
for data collection. A total of 132 student-teachers from first year at the Teacher Training School of
Natitingou were used as participants. The results showed that these participants : (1) have a good
knowledge of the concept of ICT, its tools and its significances; (2) perceive what teachers do when
integrating ICT in the classroom ; and (3) acknowledge the multiple advantages of ICT integration in the
classroom.
There are several key challenges to integrating information and communication technology (ICT) into education in developing countries, especially for rural schools. These include a lack of trained teachers with ICT skills, outdated attitudes and beliefs among teachers that are resistant to change, insufficient time for teachers to learn and incorporate ICT into their lessons, inadequate and obsolete equipment due to lack of funds for maintenance and upgrades, insufficient internet access and resources, and socio-cultural and infrastructure barriers in rural areas. These challenges prevent schools from maximizing the educational benefits of ICT.
ICT in education provides many advantages but also some disadvantages. It allows students access to educational resources anywhere and anytime through e-learning. However, it lacks face-to-face interaction with teachers and makes assessing student knowledge and feedback more difficult. While ICT expands access to information, it also risks exposing students to unverified online content. Some courses like practical ones may not be suitable for an online only format that lacks hands on learning.
1. The document discusses the challenges of implementing information and communication technology (ICT) in Malaysian smart schools. It identifies several key challenges, including a lack of technological infrastructure and teaching materials, underutilization of smart school hardware/software/courseware, lack of teacher training, and lack of democratization in education.
2. A major challenge is the lack of infrastructure like internet access and computer labs in rural areas, limiting students' ability to participate fully in smart school programs. Training for teachers on ICT skills is also lacking.
3. Smart school courseware and management systems have also been underutilized, as schools prefer newer materials in line with the national curriculum taught in English. This highlights challenges in
Issues and challenges in Teaching and Learning ICTdilahz91
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there are still barriers to effective integration. The key issues are the effectiveness of ICT, lack of personal interaction, and over-reliance on virtual experiments. Major challenges include lack of infrastructure in remote schools, distracting presentations, lack of motivation among senior teachers, and delays in maintenance/upgrades.
This document discusses the use of Information and Communication Technologies (ICT) in teaching and learning. It defines ICT as technologies that consist of electronic devices and materials that enable users to employ them for a wide range of educational purposes. The document outlines several benefits of using ICT in education, including motivating students, increasing achievement, and providing access to more resources. However, it also notes some limitations, such as students becoming overly reliant on computers and neglecting other learning materials. Overall, the document argues that if ICT is successfully integrated into education, it can enable wider learning opportunities, but challenges remain in effective implementation.
The document discusses educational technology 2 and its focus on integrating technology into the teaching and learning process. It aims to introduce, reinforce, supplement and extend learners' knowledge and skills so they can become proficient users of educational technology. Some key goals of educational technology 2 include providing education on using technology in instruction, acquainting students with IT-related learning theories, and engaging learners on practical technology integration issues.
Comparative review on information and communication technology issues in educ...riyaniaes
The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
Assignment 1 - Report on Challenges of Smart School Fatimah Zulkifli
This document provides an overview of the challenges of implementing a smart school in Malaysia. It identifies challenges for schools in providing updated infrastructure and reliable internet access. Teachers face difficulties adapting to technology-based teaching and lack skills to properly utilize ICT tools. They also have to take on technical support roles. Students from rural areas or with learning difficulties have trouble adjusting to new learning methods. Parents lack involvement in planning and many cannot afford technology at home, risking exclusion of their children. Overall, successful smart schools require overcoming infrastructure limitations, extensive teacher training, student support, and parent participation.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools, especially in remote areas, being able to apply ICT effectively due to lack of infrastructure or teacher skills/motivation. The replacement of damaged equipment is also a long process.
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools having effective ICT access, presentations distracting students, content becoming boring if not varied, and lack of technical support and teacher ICT skills and motivation.
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
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1. KALNA COLLEGE
B. ED. SECTION
AFFILATED TO THE UNIVERSITY OF BURDWAN
INTERNAL ASSESSMENT – CHALLENGES OF INTEGRATION OF ICT IN SCHOOL
COURSE:EPC-3
SEMESTER - 4
SUBMITTED TO-
DR. ANIKET SUTRADHAR
ASSISTANT PROFESSOR
B.ED. SECTION
KALNA COLLEGE
SUBMITTED BY-
PALLAB LASKAR
METHOD –BENGALI, PHILOSOPHY
ROLL NO – 220711130035
SEC.- 2022 -24
REG. NO – 201701037844 OF 2017-18
2. CHALLENGES OF INTEGRATION OF ICT IN SCHOOL
Most important challenges in successful integrating of
ICT in education is high cost of ICT tools. Due to high cost
imposed on tools than the traditional face to face
learning, it is really impossible to purchase the tools for
implementation of ICT into education.
3. Barriers to integrating ICT in teaching and learning
include lack of resources, time, access, and technical
support . The higher education system also faces challenges
in adopting digital transformation and utilizing ICT effectively .
Using technology integration in the classroom has several
benefits.
4. What are the challenges of integrating
technology into the classroom?
5 challenges with technology in the classroom and
how to overcome...
• Technology misuse and breakage. Consider the
typical K-12 classroom. ...
• Uncharged devices. In the past, teachers required
students to come to school with pencils and
paper. ...
• Lag time. ...
• Unreliable devices. ...
• Bulky, heavy form factors.
5. They have found that ICT integration is directly affected
by attitudes and beliefs of teachers, lack of knowledge
and skills in the field of technology, lack of technology
supported pedagogy, lack of technology-related
classroom management, lack of leadership skills and
lack of time-tabling structure and technology ...
6. What are the problems with ICT in the
classroom?
The common problems faced by ICT students in utilizing
equipment include a lack of computers and other ICT
tools, a lack of government support, non-availability of
alternative power supply, lack of funds to maintain
existing ICT facilities, a lack of training, a lack of
understanding of how the equipment functions, a ...
7. What are the disadvantages of integrating
technology in the classroom?
• Distractions and lack of attention. ...
• Excessive impact. ...
• It reduces the development of other skills. ...
• Consumption of false information. ...
• Theft of personal data. ...
• It reduces human contact.
8. New and emerging technologies challenge the traditional
process of teaching and learning and the way education is
managed. The integration of ICT in education is important to
improve the quality of education and make it more effective.
No Nation can develop without ICT based education.
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煤炉代买
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日本亚马逊
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ZOZOTOWN
